INVENTED SPELLING: GUIDELINES FOR PARENTSlammskindergartenscholars.weebly.com/.../8/8/57881833/invented_s… · invented spelling (Invemizzi, Abouzeid, & Gill, 1994). Invented spelling,

INVENTED SPELLING: GUIDELINES FOR PARENTS

NANCY J. KOLODZIEJ

Tennessee Technological University

LYNN COLUMBA

Lehigh University

Teachers are often confronted with parents' concem of their chil-dren's use of invented spelling. Research has found that ifeducators inform parents of the positive benefits associated withinvented spelling, their attitudes towards its use will becomemore favorable. Consequently, these favorable attitudes willencourage parents to be more accepting of their children's use ofinvented spelling. Because of the benefits associated with itsuse. the end result will be increased academic achievement forthe children. This practical article provides specific guidelinesto assist educators in informing parents about young children'suse of invented spelling and its positive effects on academicachievement in reading, writing, and spelling.

Suppose that it was Valetitine's Day.and your child gave you this card (Figure1); how would you respond?

II

;̂?

? ros r rd,

\ vilts r bin

fwrs r prte

and so r u

t- p-vf

Let us look at two hypothetical moth-ers to see their different responses to their

children's Valentines. The first mother,Mary, hugs her child and exclaims that thecard is beautiful. She then asks. "Wouldyou like me to help you spell the wordscorrectly?" Mary helps her child erase thewords and provides the correct spelling foreach. Alternatively, the second mother,Susan, simply hugs her child, says that thecard is beautiful, and then hangs it on therefrigerator.

Although both of these parents react-ed positively to their children's valentines,they have differing perspectives regardingthe misspelled words. Mary eagerly helpsher child correct all of the misspelledwords, but Susan seems to completelyignore the plethora of misspelled words inher child's card. Researchers (Burns andCasbergue, 1992) have compared parentssuch as Mary and Susan in their interac-tions with their children during a sharedwriting experience. Parents similar to Mary

212

Invented Spelling & Parents.../ 213

who exhibited a high level of control oftheir children's writing tended to focus onspelling, rather than on the content ofthewriting. Parents similar to Susan exhibit-ed a low level of focus on their children'sspelling, and their children used morewords and wrote in a variety of forms,which allowed them to explore variousforms of writing. Ultimately, children whoengage in the writing process in an envi-ronment with fewer constraints becomemore successful as writers because of theirability to independently explore and exper-iment with language (Gunning, 2(X)3; Lutz,2004; Vacca, et al., 2003). Particularly inthese days of standards-based educationand No Child Left Behind mandates, inac-curacies in spelling can add further parentaldiscomfort and concern. As noted by Yopp(1999). "Inventive, or temporary spellings,have been under a great deal of fire in thelast few years. Yet, it is widely acknowl-edged by reading researchers and readingexperts that inventive spellings are a verypowerful way of supporting literacy devel-opment."

An Evolving View of SpellingMary's focus on the correct spelling of

words has strong roots in our Americanculture and education. During early Colo-nial times, spelling was the core of theschool curriculum, and several reasonsaccount for this strong emphasis. At thattime, the spelling book was the sole text-book, and it also served as the majorresource for all curricular areas (Carpen-ter, 1963). It was thought that the mentalexercise of memorization and the drill ofspelling words were critical processes todevelop the intellectual faculty ofthe brain.

Consequently, spelling was a routine andsignificant component of educational pro-grams.

Views towards spelling shifted in thelate 18OO's with the advent of develop-mental psychology and pragmatism.Developmental psychologists realized thatintensive spelling of difficult words maynot be developmentally appropriate foryoung children, and pragmatists advocat-ed that words for spelling programs shouldbe chosen based on their usefulness ratherthan on their difficulty (Ahmed & Lom-bardino, 2000; Ediger, 2001, 2002;Johnston, 200i; Schlagal, 2001. 2002;Templeton & Morris. 1999). The mostprofound change of spelling philosophywas prompted by a study conducted byCharles Read (1971) in which he foundthat young children's spelling attemptswere developmentally based. Severalresearchers (Aubrey, 1987; Beers and Hen-derson. 1977; Bissex, 1979; Paul, 1976)verified his findings, and J. Richard Gen-try (1978, 1981. 1982. 1987. 2000)identified and described the following fivestages in the deveiopment of spelling (seeFigure 2):

1. Prephonetic Stage: Symbols, letters,and scribbles are used to represent text.As its name implies, however, there isno phonetic basis to the representationsof graphemes (letters or letter combi-nations). In addition, directionality ofprint is fiawed or nonexistent.

2. Semi-Phonetic Stage: Graphemes rep-resent some ofthe phonemes (sounds)in words due to the child's conceptual-ization ofthe alphabetic principle (therelationship of letters to sounds). Begin-ning and ending sounds are most

214 / Reading Improvement

cotnmoniy represented, whereas vow- and you = "U").els are rarely indicated. Additionally, 3. Phonetic Stage: Each phoneme is delin-the letter-name stage is evident in chil- eated with its accurate or approximatedren's spellings of words (are = "R'' grapheme. Although not always accu-

Figure 2

Stage & Primary Characteristic SamplePrephonetic:

Letters do not represent sounds.

Semi-phonetic:

Letters represent some ofthe sounds in

words.

Phonetic:

Words are spelled the way they sound.

Transitional:

Spelling patterns are evident.

Conventional:

The majority of words are spelled correctly.

(The bunny likes to jump.)

(Mom made a turkey.)

Join

JO

(Here is some fun colors. When you re

around, you make the world go around.)

the at ogre rf a i r J wt^ w, I q

(The week before the geography fair, we

will get ready.)

(Correct spelling.)


rate, vowel sounds are represented. Theconcept of a word becomes firmlyestablished, and spaces are placedbetween each word.

4. Transitional Stage: Spelling pattemsare discovered and applied. Overgen-eralization, the application of spellingpattems in erroneous placements, is typ-ical.

5. Conventional Stage: All, or almost all,words are spelled correctly.Similar to Gentry, Henderson (1980,

1985) has described five developmentalstages of spelling. As illustrated in Figure3, Henderson's stages are somewhat com-parable to Gentry's stages. Severalresearchers, have confirmed Gentry's andHenderson's identification of develop-mental spelling stages (Beers &Henderson. 1977; Chapman, 1996; Kirk-patrick, 1986; Leir, 1991; Swisher, 1991;Templeton, 1983)

Based on this developmental view ofspelling, not all young children are readyto consistently use conventional spellings.However, the overwhelming majority ofprofessionals in the field of educationbelieves that children can and should beginwriting earlier than this (Clay, 1991;Graves, 1983, 2001; Gunning, 2003; Mor-row, 1993; Sipe, 2001). The theory is thatbecause spelling is a developmentalprocess, children will gradually progressfrom being nonspellers to being conven-tional spellers. This progression may beeased along from frequent repeated prac-tice with reading and writing usinginvented spelling (Invemizzi, Abouzeid, &Gill, 1994). Invented spelling, also termeddevelopmental spelling, transitionalspelling, and temporary spelling is the use

of letters and/or symbols to represent text.

A Different Perspective for ParentsBased on classroom experiences, stu-

dents' parents commonly express concemsregarding their young children's mis-spellings. Like Mary, many parents thinkthat even very young children should spellevery word correct at all times; parents andteachers should supply the children withthose correct spellings when necessary.Many parents have negative attitudes aboutinvented spelling and convey these atti-tudes to their children by insisting that onlycorrectly spelled words be used in theirwriting. Similarly, several authors (Aubrey,1987; Bruneau, Rasinski, & Ambrose,1989; Templeton & Morris, 1999; Tomp-kins, 2003) noted that parents wereuncomfortable with invented spelling.

Research (Aubrey, 1987; Beers andHenderson, 1977; Bissex, 1979; Paul,1976) has shown that not only is a youngchild's use of invented spelling develop-mental, but various benefits are associatedwith its use. As will be discussed later inthis article, a positive relationship has beenfound to exist between a child's use ofinvented spelling and the child's academ-ic achievement in spelling, reading, andwriting. Therefore, experts in tbe field ofliteracy advocate a young child's use ofinvented spelling (Bear, Invemizzi, Tem-pleton, & Johnston. 2004; Center for theImprovement of Early Reading Achieve-ment, 2001; Chomsky. 1971; Clay, 1991;Cunningham & Cunningham, 2002;Graves, 2001; Gunning, 2003; Kolodziej,2001; Lutz, 2004; Savage, n.d.).

Additionally, "the collaborative part-nership necessary between home and


Figure 3

Stages of Invetited Spelling

Gentry's Stages Henderson's Stages

Prephonetic

• No focus on the alphabetic

priticiple.

• Letters atid.'or marks are random.

Semiphonetic

• Mostly consonants are used

• One to three letters are typically

used to spell entire words.

Phonetic

• All phonemes are represented

with letters.

• The child understands the concept

of a word.

Transitional

• Many spelling patterns are

incorporated, but not always

correctly.

Emergent

• Letter names may be used

• Invented alphabet systems

and scribbles are used.

Letter-Name Spelling

• Words are spelled

phonetically.

• Vowels are used, but often

incorrectly.

• The child understands the

concept of a word

Within Word Pattern

• Silent marking vowels are

used.

• Most one-syllable, short

vowel words are spelled

correctly.

Figure 3 continued

Invented Spelling & Parents.../217

Mature

• Most words are spelled correctly.

Syllable and AfTixes

• Begins to apply consonant

doubling rules between

syllablejunctures.

Derivational Principles

• Develops competency at

spelling words derived from

Latin and Greek roots.

school is essential if all children are to reapthe benefits of literacy training" {Freder-icks, 2002, p. 169). In their positionstatement. Family School Partnerships:Essential Elements of Literacy Instructionin the United States (2002). the Interna-tional Reading Association stresses theimportance of family involvement on chil-dren's literacy development, andresearchers' findings have supported isassertion (Morningstar. 1999: Morrow &Young, 1997). In order to facilitate thiscollaborative partnership, researchers(Aubrey, 1987. Bruneau, et al.. 1989, &Gentry, 2000) have stated that educatorsshould inform parents about inventedspelling. Kolodziej (2001) found that par-ents who were provided with infonnatiotiregarding both the rationale behind chil-dren's use of invented spelling and benefitsassociated with its use had more favorableattitudes of its use than did parents whowere not provided with the information.

When parents are more knowledgeable andaccepting of a particular educationalapproach, they are more likely to endorseit (Bruneau, et al., 1989; Burns & Casber-gue. 1992: Dodd, 1996: Fields, 1988). Asa result of positive parental attitudes andencouragement, children will feel free towrite using invented spelling and gain thebenefits associated with its use.

Invented Spelling: Fundamentals forParents

I. Spelling is developmental.Parents fondly recall the day that their

child spoke his/her first word. When thechild said "ba-ba." did the parent say. "No,honey, it is pronounced "bottle?" Parentstreasure this developmental step their childtook towards conventional speaking by lav-ishly praising the child and offering thebottle. Parents intuitively recognize that thepurpose of their child's spoken attempt isto communicate. The children will not call


the item a "ba-ba" for the rest of his/her life;rather, when the child is developmentallyready, he/she will be able to say "bottle."

Similarly, a young child's written wordsare an attempt to communicate. A typicalchild that spells the word horse as hrs willnot spell it that way for the rest of his/herlife: rather, the child will develop as aspeller to eventually be able to spell it cor-rectly. These initial attempts at spellingshould be celebrated with enthusiasm thatequates that expressed upon the child's firstutterances.

It is important that educators make thisanalogy between speech development andspelling development explicit to parents.Parents can then take pride in their chil-dren's spelling attempts (even if they areincorrectly spelled) because they under-stand that their children are on their waytowards becotning conventional spellers.The educator can clearly show parents thedevelopmental growth of their children bysaving samples of students' writing to doc-ument the growth (Lenski & Nierstheimer,2004).

2. By using invented spelling, a child actu-ally improves his conventional spelling.

Continuing with the analogy betweenlearning to speak and learning to spell,children's speech develops unfil they areable to speak conventionally. Similarly,children's spelling develops until they areable to spell conventionally. Children willprogress through the stages of develop-mental spelling until they reach theconventional stage (Lincoln Elementary,2001; Tompkins, 2003). Does this meanthat all individuals will be able to spellwith 100% aecuracy at all times? No, but

it does mean that typical individuals willnot continue to spell horse as hrs for theirentire lives. Children do not internalizethe incorrect spelling; instead, through theuse of invented spelling, children activelyengage in a problem-solving experience.

Researchers (Bode. 1988;Busch, 1990;Gettinger, 1993) have found that a chil-dren's use of invented spelling aetuallyhelps ehiidren transition to conventionalspelling. By using the processes involvedin invented spelling, children will active-ly construct and internalize rules ofspelling. Children will demonstrate knowl-edge of these rules as they gainindependence and proficiency in conven-tional spelling. Often, a child willovergeneralize a spelling pattem, apply-ing the pattern to all words that seem to fit.For example, after ehiidren learn that asilent e added to the end of word canchange a vowel sound from a short soundto a long sound, they may spell many longvowel words with an extra e at the end (forexample, play becomes playe and signbecomes sine).

3. The use of invented spelling improvesboth writing and reading achievement.

As advocated by experts in the field ofliteracy (Bear, et al.. 2004; Chomsky, 1971;Kolodziej, 2001: Roe, Smith, & Burns,2005; Sampson, Rasinski, & Sampson,2003), children's literacy development hasbeen found to be enhanced through theiruse of writing experiences that incorpo-rate invented spelling, and positiverelafionships have also been found to existbetween the use of invented spelling andachievement in both reading and writing.Proponents ofthe use of invented spelling

Invented Spelling & Parents... / 219

declare that its use allows children to writefreely, without the need for each word tobe spelled conventionally. In fact. Graves(1983) has found that the predominantchallenge of young writers is spelling.When the focus of a young child's writingis on the message rather than on spelling,wrifing achievement is positively affected(Aubrey, 1987; Bode, 1988; Gettinger,1993; Nicholson, 1996). The use of invent-ed spelling allows young writers theopportunity and the means to write with-out strict adherence to spelling errors.According to Bear, et al., "A hesitant writerwho labors over spelling words will losethe reward of expressing new ideas. Stu-dents who are willing to risk being wrongby inventing their spelling have an easiertime getfing their ideas down" (p. 39). Asa result, these writings tend to be ratedhigher (Bode, 1988; Gettinger, 1993) andbe longer in length (Clarke, 1988; Nichol-son, 1996) than the writings that werewritten using conventional spelling.

The phonological knowledge requiredof the task of invented spelling correlateswith beginning readers' success (Burns &Richgels, 1989; Winsor, 1990). Not onlydo children develop skill in phonologicalawareness, but young writers also buildbackground knowledge in various conceptsof print (Clay, 1991). Concepts of printinclude the knowledge of what constitutesa word and a sentence, the directionalityof print, and the purpose of spaces andperiods. Clay (1979) has found that stu-dents' knowledge of concepts of printcorrelates with children's reading acquisi-tion. The use of invented spelling allowsyoung children tbe freedom to write inde-

pendently, while gaining phonological andconceptual knowledge that will supporttheir reading development.

Questions Parents Frequently Ask aboutInvented Spelling

1. Why do you teach a child to spell wordsthe wrong way?Teachers do not teach children to spell

words incorrectly: the invented .spellingsare the result ofthe children's .spellingdevelopment. Rather than simply provid-ing children with the correct spelling of aword, the teacher encourages children touse "best guess" spelling. The goal is tohave ehiidren work throughphoneme/grapheme relationships and inter-nalize spelling pattems. Children will thenbe able to apply this knowledge to otherwords. Note that the teacher does notencourage children to simply make up thespelling; instead, the teacher guides chil-dren to use knowledge and experience tospell the word to approximate the correctspelling. In addition to simply guidingnatural spelling development, teachers havestrategic plans for teaching their childrento become confident spellers (Templeton& Morris. 1999). A few of these strategiesinclude the following: a) making words(Cunningham & Cunningham, 1992), b)word sorts (Bear, et al., 2004), and c) mini-lessons within the context of writers'workshop (Dahl. et al., 2004).

2. When should I help my child correct amisspelled word?This is a difficult question to answer

because many variables come into con-sideration. Much of this decision is based


on knowing the developmental level ofthechild's spelling. For instance, a child in thephonetic stage of spelling developmentshould not be expected to spell irregular-ly spelled words (such as through or could)correctly. However, that child should beexpected to correctly spell words such ascat or mop, in which each phoneme rep-resents a distinct grapheme.

A parent could also help guide a childto more closely approximate an incorrectspelling to the conventional one. Lookingat Susan's Valentine, we see that her sonomitted the "1" in the words flowers.Because this sound is somewhat distinct,a parent may choose to help the child deter-mine this missing letter. However, becauseofthe nature of this written piece, a Valen-tine's Day card for his mother, the bestrecommendation would be to followSusan's actions and simply disregard themisspellings. To honor and encourage thechild's writing attempt is more importantthan it is to eorreet the misspellings, asMary did.

3. Will my child continue to misspellwords the wrong way if errors are notcorrected?Typically, children are aware tbat mis-

spellings exist in their written pieces, andteachers talk to children about ''kidspelling" and "'adult spelling." Childrenunderstand that their writing is acceptableat times, but that "adult spelling" is war-ranted at other fimes. Generally, if thewritten piece is meant to be read by anaudience, the teacher helps the child spellall words conventionally.

ConclusionEducators should inform parents about

both the rationale and the benefits associ-ated with the use of invented spelling. Asevidenced by the knowledge base ofresearch, invented spelling is develop-mentally based and children who useinvented spelling will eventually becomeconvenfional spellers. In addition, chil-dren's use of invented spelling bas beenfound to increase academic achievement inthe areas of spelling, writing, and reading.

However, due to the unconventionalappearance of invented spelling, many par-ents are uncomfortable with it and dissuadetbeir children from its use. But if parentsare informed about invented spelling theywill have more positive attitudes towardsits use, and their children will feel more atease in using invented spelling. Therefore,the ultimate consequence of informing par-ents about invented spelling is increasedacademic achievement for their children.

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INVENTED SPELLING: GUIDELINES FOR PARENTSlammskindergartenscholars.weebly.com/.../8/8/57881833/invented_s… · invented spelling (Invemizzi, Abouzeid, & Gill, 1994). Invented spelling,